"We grow because we struggle, we learn and overcome." --Allen, R. C.
WORD IDENTIFICATION:
Grade
6
upper middle
high school
Level / % Automatic
Independent/90%
Instructional/70%
Frustration/65%
Level / % Total
Independent/100%
Instructional/85%
Instructional/80%
Because Francesca scored at an independent level on the Grade 6 word list, I administered the QRI 5 passages for upper middle level and high school level. For the upper middle level passage, I chose "Life Cycle of Stars"; since it is expository material, I directed the student to read the passage silently. I chose a narrative passage for the high school level, "Where the Ashes Are", and the student read the passage orally.
READING PASSAGES:
Grade
upper middle
high school
% Total Accuracy
87%
70%
% Total Acceptability
91%
79%
% Comprehension
40%
n/a * per Leslie & Caldwell, testing of comprehension at the high school level should always be done with look-backs.
Francesca is solidly at the upper middle instructional level and is clearly moving into the high school instructional level. I was surprised that her comprehension rates were not higher based on my work with her so far; however, Francesca expressed that these exercises felt like "just like school when it's boring" and did not find the passages particularly interesting. School-required text is not always fascinating, and I plan to work with Cessica on her note-taking and skimming skills so that she will have tools to comprehend difficult text. I chose O.Henry's The Gift of the Magi as the repeated reading passage because Cessica was familiar with the story and liked it. Her errors were with unfamiliar words like "vestibule" and "parsimony" and so, as I expected, her rate increased with each subsequent reading. Her fluency rate meets the end of eighth grade norm, and she reads quickly, with expression. I would like to see her reach to independent levels at the upper middle level so that she can receive the full benefit of high school instruction and not fall behind. I hope that with continued reading practice and use of the strategies we are working on in our tutoring sessions, Francesca will keep pace in high school.
-- Allen, R. C.
WORD IDENTIFICATION:
Because Francesca scored at an independent level on the Grade 6 word list, I administered the QRI 5 passages for upper middle level and high school level. For the upper middle level passage, I chose "Life Cycle of Stars"; since it is expository material, I directed the student to read the passage silently. I chose a narrative passage for the high school level, "Where the Ashes Are", and the student read the passage orally.
READING PASSAGES:
Repeated Reading Fluency Rate:
Rate WCPM: 150
Francesca is solidly at the upper middle instructional level and is clearly moving into the high school instructional level. I was surprised that her comprehension rates were not higher based on my work with her so far; however, Francesca expressed that these exercises felt like "just like school when it's boring" and did not find the passages particularly interesting. School-required text is not always fascinating, and I plan to work with Cessica on her note-taking and skimming skills so that she will have tools to comprehend difficult text. I chose O.Henry's The Gift of the Magi as the repeated reading passage because Cessica was familiar with the story and liked it. Her errors were with unfamiliar words like "vestibule" and "parsimony" and so, as I expected, her rate increased with each subsequent reading. Her fluency rate meets the end of eighth grade norm, and she reads quickly, with expression. I would like to see her reach to independent levels at the upper middle level so that she can receive the full benefit of high school instruction and not fall behind. I hope that with continued reading practice and use of the strategies we are working on in our tutoring sessions, Francesca will keep pace in high school.